Math Committee October 15, 2009

Math Activity  Figure out the weight of each shape in the mobile in figure 1. The total weight is 24 units.  CHALLENGE: Could the mobile still work if there were 3 objects on one side and four on the other? Draw a picture and check your thinking. NCTM – Teaching Children Mathematics, March 2009

NCSD Math Beliefs Blue: Mentioned on committee’s feedback—already in beliefs. Red: New idea added, based on committee’s feedback.

Drilling into the Core Standards Select one Core Standard from your grade level. 4.2 Number and Operations and Algebra: Develop fluency with multiplication facts and related division facts, and with multi-digit whole number multiplication Apply with fluency multiplication facts to 10 times 10 and related division facts Apply understanding of models for multiplication (e.g., equal- sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (commutative, associative, and distributive). Identify a Content Standard within that Core Standard to guide your work.

Overview of Math Renewal Work to Date  Oregon Standards  Scope and Sequence documents K-2 and 6  Core Standard Alignment by Investigations Unit  Pre/Post Tests for K-2 and 6  Student Assessment Record  Vocabulary Cards NCSD Web Page

Five Strands of Mathematical Proficiency In this changing world, NCSD graduates must possess the knowledge to understand mathematics deeply and the ability to perform mathematics fluently. Mathematical proficiency for the 21st century is best defined as an interdependent balance. Adding It Up National Council of Mathematics, page 116 Conceptual Understanding Adaptive Reasoning Strategic Competence Productive Disposition Procedural Fluency

Five Strands of Mathematical Proficiency  Conceptual Understanding: comprehension of mathematical concepts, operations, and relations.  Procedural Fluency: skill in carrying out procedures flexibly, accurately, efficiently, and Appropriately.  Strategic Competence: ability to formulate, represent, and solve mathematical problems, often finding more than one path to a solution.  Adaptive Reasoning: capacity for logical thought, reflection, explanation, and justification.  Productive Disposition: habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence, and one’s own efficacy.

Building Planning Time  Utilize the building planning sheet as you meet in your team to plan your presentation of these materials to your staff.

Closing Remarks & Exit Card  Have you met with your principal and determined your role in your building?  If yes, do you know how much time you have to work/share with your staff?  Something I connected to/with today:  Questions I have and/or topics I am interested in: